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Special Education Defined

Northbrook / Glenview School District 30 is a site for the Illinois Flexible Service Delivery Model. Our "Flex System" offers a more responsive service delivery system for students with special needs. Schools have  problem-solving teams that meet regularly to address student concerns of parents and teachers. We use a collaborative approach of merging general and special education as a basis for providing services to students who are experiencing difficulty at school. Integral components of our Flex System include problem-solving teams, parent involvement, functional assessment and response to intervention so we can match student needs with high quality intervention and progress monitoring, allowing us to make important educational decisions.

Eligibility for Special Education: In accordance with Article XIV of the Illinois School Code, Individuals with Disabilities Education Improvement Act of 2004 (IDEIA), and Section 504 of the Rehabilitation Act of 1973, School District 30 seeks to provide a comprehensive program of special education for those exceptional children who are between the age of three and their graduation from middle school. Children are deemed exceptional according to the following categories as referenced in the 23 Illinois Administrative Code:

1. Specific Learning Disability
2. Autism
3. Brain Injury
4. Speech/Language Impairment
5. Mental Impairment
6. Emotional Disorder
7. Visual Impairment
8. Hearing Impairment
9. Physical Disability
10. Other Health Impaired
11. Developmentally Delayed

In order to receive specialized educational services, the student must be diagnosed as eligible. In District 30, the following procedures are implemented to determine eligibility:

Screening / Referral: District 30 actively seeks out and attempts to identify all exceptional children in the district through its preschool screening, vision and hearing screening, and teacher or other professional referral of those children who exhibit problems which interfere with their educational progress or adjustment to the educational setting. Any parent may also request that a student be considered for specialized educational services. Requests should be made to the school principal, the child's teacher, or the Director of Student Support Services.

Evaluation: The evaluation may include an assessment of the child's learning environment, a review of his/her academic history, an interview with the child, a social developmental and health history, a vision and hearing screening, and an assessment of current educational functioning and achievement. Depending on the nature of the child's difficulties, additional components may be recommended. These may include psychological, speech and language and other specialized evaluations. The evaluation is linguistically, culturally, racially and sexually nondiscriminatory and is appropriate to the nature of the problems which caused the referral.

Evaluation Conference: Following the evaluation, a conference is held to include the parents, evaluators, classroom teacher, administrator, and other relevant personnel. Testing data and other information including the child's classroom behaviors are reviewed, and recommendations as to the best educational program for the child are made. If the student is deemed eligible for special education services, an Individualied Educational Plan (IEP) is developed at this meeting with long range goals specified for the child. Whenever possible, we try to meet the child's needs in the local school, consistent with the federal mandate of least restrictive environment. Additional programs and services are available through Northern Suburban Special Education District (NSSED).

Annual Review: Parents and staff review the educational status and continued supportive services of each child at least once a year.

Impartial Due Process Hearing: Every effort is made by the district, parents and other resource personnel to make recommendations that will meet the educational needs of the child. If differences cannot be resolved, the parents or district may request an impartial due process hearing in accordance with the Director of Student Support Services.

Notification regarding Related Service Logs as Student Records 

Students with disabilities may receive related services as part of their individual education programs (IEPs). The school district will maintain related service logs that record the type and number of minutes of related service(s) administered to such students. These service logs are considered part of a student’s temporary school record. Copies of the related service logs will be available to parents/guardians at their child’s annual review IEP meeting and anytime upon request of the child’s parent or guardian. The district shall comply with a request for the record without unnecessary delay, in no case, more than 15 business days after the request has been made

Maple’s PLTW Students Thoughtfully Create Therapeutic Toy Design for Classmates

Maple School’s Educational Life Skills (ELS) class with teacher Anna Dowling was bustling with activity and excitement on the morning of May 21. Students were eagerly anticipating the arrival of a group of Project Lead the Way (PLTW) students, who would be introducing them to a new therapeutic toy (game) that they designed this year.

This was the result of a pilot program initiated to give "sixth-grade pupils a real-world context for the engineering design modeling process," according to Maple’s technology and PLTW teacher Michelle King-Mulvihill, who worked with ELS teacher Anna Dowling on the program.

District 30’s PLTW sixth-grade curriculum specifically involves design and modeling. Students apply the design process to solve problems and understand the influence of creativity and innovation in their lives. They work in teams to design assigned items, and capture research and ideas in their engineering notebooks.

“It was inspiring to have our students design, build, and present their concepts for a new therapeutic toy (game) for our ELS student population right here at Maple School,” said Ms. King-Mulvihill.

During the pilot program kick-off, sixth-graders were presented with a detailed film introducing them to the ELS students. In addition, they prepared questions for and participated in a Q-and-A session with Ms. Dowling.

They then drew up and sketched their designs. Working in teams of four-to-five students, they completed a decision matrix which helped them review and compare how well each design met the specific criteria and constraints given to them by their clients. Based on their decision matrix, they selected one design and created a prototype. The design was also modeled in a three-dimensional modeling tool.

In the end, all teams presented their final designs, prototypes, sketches, and 3-D models to Ms. King-Mulvihill and Ms. Dowling. The cooperating teachers met to discuss the designs and selected the design that best met the criteria and needs of the ELS students.

The students in the winning design team who visited the classroom with their therapeutic game included Paige Karchmar, Allison Endres, Roan Layland, and Jaymin Choi. The game involved cards and colorful plastic discs in geometric shapes, which immediately captured the attention of the kids. The ELS class enjoyed the game and both groups interacted very positively together.

"The social-emotional connection is such an important part of this program. It was so sweet to see how thoughtful the children were during the design process, and how they interacted with their peers in the ELS classroom. We look forward to having this be a part of the sixth-grade program throughout the school year in 2019-2020!” said Ms. Dowling.

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